This guide to family-directed transition planning is intended to help parents and students with disabilities take leading roles in the process of transition from school to post-school activities. First, a letter to families examines the challenge of change and the transition process. Section 2 examines regulations that affect transition planning, including those services mandated under the Individuals with Disabilities Education Act, the School-to-Work Opportunities Act of 1994, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. Section 3 considers parent participation on the transition team and a chart lists many other potential participants and their roles. This section urges individualized transition planning and the promotion of independence, self-advocacy, and self-determination. Section 4 is on organizing transition planning, noting the importance of a variety of assessments including situational, environmental, and vocational/career assessment. Section 5 is on community life, including setting goals, employment, a natural workplace supports quality checklist, postsecondary education, independent and supported living opportunities, transportation, mental health and counseling services, health care, and financial information. Section 6 offers guidance on contacting agencies and community resources. Section 7 offers one student's account of his transition experiences. The final section provides a glossary and appendix of sample forms and checklists. (DB)